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University of Central Lancashire

Robotics Engineering (Foundation Entry)

UCAS Code: B667

Master of Engineering (with Honours) - MEng (Hon)

Entry requirements


72 UCAS points at A2

72 UCAS points

GCSE/National 4/National 5

5 GCSEs at Grade C/4 or above including Maths and English or equivalent. Equivalent qualifications are Functional Skills Level 2 in Maths and English or Level 3 Key Skills in Maths and Communication.

Pass IB Diploma including 72 UCAS points from Higher Level subjects

72 UCAS points

OCR Cambridge Technical Diploma

DM

OCR Cambridge Technical Extended Diploma

MMP

Pearson BTEC Level 3 National Diploma (first teaching from September 2016)

DM

Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)

MMP

72 UCAS points

72 UCAS points

UCAS Tariff

72

About this course


Course option

5years

Full-time including foundation year | 2019

Subject

Mechatronics and robotics

Foundation Entry degree courses are designed for students who have the ability to study for a degree, but don’t have the necessary formal qualifications to enter directly onto their chosen Honours degree programme. Expand your expertise with the technical depth and project work experience you need to progress further in a robotics career on our MEng degree programme. The extra year’s study leads to a deeper understanding of the subject and its real-world application. You’ll get the chance to work on a wider range of projects, including group work that could involve our professional partners and collaborators - BAE Systems, CISCO, NASA, the NHS and the Northwest Aerospace Alliance among others. And just as importantly, you’ll develop a range of transferable skills, like teamwork, decision-making, delegation, identifying and solving problems, and communication - all skills employers prize.

There are opportunities for paid, real-world industrial experience working on ERDF funded commercial projects connected to local industry in the North West, and Summer Undergraduate Internships, working on actual research projects - we recently placed a student with NASA.

The majority of graduates embark on careers in high value manufacturing. A course module that will help you plan your career as an engineering professional is part of your degree programme.

Career options in Robotic Engineering are varied - you could go on to work in high value manufacturing, industrial and commercial sectors, aerospace, the automotive industry, the Ministry of Defence and research development. A course module to help you plan your career as an engineering professional is part of your degree programme.

Modules

Year 1: 1 Study Skills, Basic Mathematics, ICT, Practical Skills, Design Studies, Analytical Studies

Year 2: Compulsory modules; Electronics & Instrumentation, Electronic Engineering Practice, Digital Electronics, Software Development 1, Introduction to Mechanics. Optional modules - choose one; Engineering Analysis A, Engineering Analysis B.

Year 3: Compulsory modules: Robotic Systems, Instrumentation & Control, Electronic System Applications, Digital Systems, Software Development 2. Optional modules - choose one; Data Communications, Electronic Systems

Year 4: Compulsory modules; Robotics & Autonomous Systems, Control Systems, Microcontroller Systems, System on Programmable Chip, Project, Engineering Professionalism

Year 5: Compulsory modules; Integrated Digital System Design, Digital Signal & Image Processing B, The Engineer & Society, Group Project, Individual Project

Tuition fees

Select where you currently live to see what you'll pay:

Channel Islands
£5,500
per year
England
£5,500
per year
EU
£5,500
per year
Northern Ireland
£5,500
per year
Scotland
£5,500
per year
Wales
£5,500
per year

The Uni


Course location:

University of Central Lancashire

Department:

School of Engineering

TEF rating:

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What students say


How do students rate their degree experience?

The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.

Engineering

Sorry, no information to show

This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.


Who studies this subject and how do they get on?

100%
UK students
0%
International students
90%
Male students
10%
Female students
49%
2:1 or above
16%
Drop out rate

Most popular A-Levels studied (and grade achieved)

B
C
C

After graduation


The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.

Production and manufacturing engineering

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

£25,000
med
Average annual salary
98%
high
Employed or in further education
96%
med
Employed in a role where degree was essential or beneficial

Top job areas of graduates

65%
Engineering professionals
8%
Protective service occupations
8%
Information technology and telecommunications professionals
What do graduate employment figures really tell you?

Graduates are in significant demand, so unemployment rates are well below the national graduate average and starting salaries are well above average. Much the most common industries for these graduates are now vehicle manufacture - there are not enough people with these degrees to go round and so the big employers tend to take the lion's share at the moment. But pretty much anywhere there is manufacturing, there are production engineers. Bear in mind that a lot of courses are four years long, and lead to an MEng qualification — this is necessary if you want to become a Chartered Engineer.

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This is what the university has told Ucas about the criteria they expect applicants to satisfy; some may be compulsory, others may be preferable.

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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Course location and department:

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Teaching Excellence Framework (TEF):

We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.

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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).

We calculate a mean rating of all responses to indicate whether this is high, medium or low compared to the same subject area at other universities.

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This information is from the Higher Education Statistics Agency (HESA).

You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

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Post-six month graduation stats:

This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.

It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

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Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

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